Procedimientos de aprendizaje en medicina del trabajo y carga percibida

  • Juan Manuel Castellote Olivito Instituto de Salud Carlos III y Universidad Complutense de Madrid (España)

Resumen

Hay una especial preocupación en el Espacio Europeo de Educación Superior por la forma en que la enseñanza se realiza en los niveles de posgrado y posgrado. Es un tema de especial interés en áreas como las que pertenecen a las disciplinas de Ciencias de la Salud. La forma en que los estudiantes aprenden está relacionada con las estrategias que utilizan para acercarse a los contenidos que deben asimilar. El objetivo de este estudio es conocer los enfoques de percepción y aprendizaje de los estudiantes en módulos de medicina del trabajo. Estudiantes de un módulo de aprendizaje activo en medicina del trabajo cumplimentaron el Cuestionario de Experiencia del Curso (CEQ) y el Cuestionario del Proceso de Estudio (R-SPQ-2F). Se analizaron tanto la percepción de la carga de trabajo como los enfoques de aprendizaje y su relación. Los estudiantes mostraron puntuaciones de adecuación consistentes y mostraron un enfoque de profundidad significativamente más alto que el superficial (R-SPQ-2F) existiendo una relación entre ambos. Los hallazgos confirman que existe una adecuación en la percepción de la carga de trabajo y el enfoque profundo de los estudiantes. Para mejorar las herramientas de enseñanza, se sugiere implementar sistemas de evaluación de la investigación y así verificar la idoneidad de los sistemas de aprendizaje activo.

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Cómo citar
CASTELLOTE OLIVITO, Juan Manuel. Procedimientos de aprendizaje en medicina del trabajo y carga percibida. European Journal of Health Research, [S.l.], v. 5, n. 1, p. 31-38, mayo 2019. ISSN 2445-0308. Disponible en: <http://formacionasunivep.com/ejhr/index.php/journal/article/view/135>. Fecha de acceso: 22 sep. 2019 doi: https://doi.org/10.30552/ejhr.v5i1.135.
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